Continuous Improvement in the Public School Context: Understanding Educator Responses to Plan-Do-Study-Act Cycles

Autor/inn/en	Tichnor-Wagner, Ariel; Wachen, John; Cannata, Marisa; Cohen-Vogel, Lora
Titel	Continuous Improvement in the Public School Context: Understanding Educator Responses to Plan-Do-Study-Act Cycles
Quelle	18 (2017) 4, S.465-494 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1007/s10833-017-9301-4
Schlagwörter	Best Practices; Capacity Building; Case Studies; Comparative Analysis; Educational Improvement; Educational Innovation; Educational Research; High School Students; Program Implementation; School Districts; Student Improvement; Urban Schools + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Teaching improvement; Unterrichtsentwicklung; Instructional innovation; Bildungsinnovation; Bildungsforschung; Pädagogische Forschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The last 5 years have witnessed growing support amongst government institutions and educational foundations for applying continuous improvement research (CIR) in school settings. CIR responds to the challenge of implementing effective educational innovations at scale by working with practitioners in local contexts to understand ''what works, for whom, and under what conditions.'' CIR works to achieve system improvement through the use of plan-do-study-act (PDSA) cycles, which are multiple tests of small changes. This comparative case study of two urban school districts examined how innovation design teams took up PDSA in their work to improve high school student outcomes, and their perceptions of PDSA as an approach to innovation development, adaptation, and implementation. Findings revealed both possibilities and challenges for implementing PDSA. Nearly all participants reported the value in PDSA, and participants pointed to "connections to previous experiences" and "PDSA training" as helping to build capacity. However, we found mixed levels of enthusiasm for actually conducting PDSA cycles, and capacity constraints regarding time and data collection. [This article was published in "Journal of Educational Change," (EJ1157388).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01